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A Student Teaching Assistant Program for Diversity, Equity, Inclusion, and Antiracism Curricular Enhancement.
Tran, Meagan T; Dillard, Desireé Brionne; Abdelwahab, Rewan M; Abdulwadood, Isra; Wu, Sarah Y; Adeleye, Olufunmilola; Shoukry, Mira M; Alamy, Nadine H; Elegbede, Audrey M; Keddis, Mira T; Valencia, Elizabeth M; Atunah-Jay, Sarah J.
Afiliación
  • Tran MT; M.T. Tran is a fourth-year medical student, Mayo Clinic Alix School of Medicine, Scottsdale, Arizona; ORCID: 0000-0001-9553-1821 .
  • Dillard DB; D.B. Dillard is a third-year medical student, Mayo Clinic Alix School of Medicine, Scottsdale, Arizona; ORCID: 0000-0001-6100-6674 .
  • Abdelwahab RM; R.M. Abdelwahab is a fourth-year medical student, Mayo Clinic Alix School of Medicine, Rochester, Minnesota; ORCID: 0000-0001-9603-3103 .
  • Abdulwadood I; I. Abdulwadood is a third-year medical student, Mayo Clinic Alix School of Medicine, Scottsdale, Arizona; ORCID: 0000-0001-9029-5815 .
  • Wu SY; S. Wu is a third-year medical student, Mayo Clinic Alix School of Medicine, Scottsdale, Arizona; ORCID: 0000-0001-5555-069X .
  • Adeleye O; O. Adeleye is a fourth-year medical student, Mayo Clinic Alix School of Medicine, Scottsdale, Arizona; ORCID: 0000-0003-2657-7054 .
  • Shoukry MM; M.M. Shoukry is a third-year medical student, Mayo Clinic Alix School of Medicine, Scottsdale, Arizona.
  • Alamy NH; N.H. Alamy is manager, Continuous Quality Improvement and Program Evaluation, Mayo Clinic Alix School of Medicine, Rochester, Minnesota; ORCID: 0009-0000-6521-9925 .
  • Elegbede AM; A.M. Elegbede is assistant professor of medical education, Mayo Clinic College of Medicine and Science, and administrative director of education, training, and mentoring and equity, inclusion, and diversity, Mayo Clinic Comprehensive Cancer Center, Rochester, Minnesota; ORCID: 0000
  • Keddis MT; M.T. Keddis is associate professor of medicine, Department of Nephrology, Mayo Clinic, Phoenix, Arizona, and senior associate dean of faculty affairs, Mayo Clinic Alix School of Medicine, Scottsdale, Arizona; ORCID: 0000-0001-8249-0848 .
  • Valencia EM; E.M. Valencia is assistant professor, Department of Radiology, Mayo Clinic, and trisite associate dean of diversity, equity, and inclusion, Mayo Clinic Alix School of Medicine, Rochester, Minnesota; ORCID: 0000-0001-6071-0512 .
  • Atunah-Jay SJ; S.J. Atunah-Jay is assistant professor, Department of Pediatrics and Adolescent Medicine, Mayo Clinic College of Medicine and Science, Rochester, Minnesota; ORCID: 0000-0002-3446-815X .
Acad Med ; 2024 Apr 12.
Article en En | MEDLINE | ID: mdl-38619446
ABSTRACT

PROBLEM:

In the United States, physician bias is exhibited early in medical training and contributes to systemic inequities within the field of medicine. A lack of diversity, equity, inclusion, and antiracism (DEI-AR) content within medical curricula drives critical gaps in knowledge and deficiencies when preparing medical students to serve patients of diverse backgrounds. At the Mayo Clinic Alix School of Medicine (MCASOM), student-led curricular reviews between 2017 to 2018 and 2020 to 2021 revealed opportunities to improve DEI-AR content within preclinical courses. Course directors expressed concern of limited expertise and time to enact effective changes.

APPROACH:

The MCASOM DEI-AR teaching assistant (TA) program aims to curate a collaborative partnership between course directors and compensated student TAs to facilitate course enhancements responsive to the prior preclinical course review while centering standardized DEI-AR best practices.

OUTCOMES:

As of January 2024, the program has engaged 14 TAs and partnered with 24 preclinical courses. Postcourse student evaluation responses were collected from 8 courses for 2021 to 2022 (before enhancements) and 2022 to 2023 (after enhancements). Student satisfaction with DEI-AR content is tracked through postcourse evaluations, with preliminary data demonstrating improvement after DEI-AR curricular integration (improvement of mean preenhancement and postenhancement scores of 3.81 to 4.05; t12 = 1.79, P = .21). Qualitative student comments were sorted into general categories of positive, negative, or neutral, showing a 6.25% median increase in positive perception of DEI. NEXT

STEPS:

Plans for the MCASOM DEI-AR TA program include application of quality improvement strategies to improve program processes and outcomes. Development of a centralized dashboard that integrates course enhancement progress and ongoing feedback from evaluations is anticipated to facilitate this effort. The program additionally aims to develop partnerships with clinical clerkships, which would allow for a more comprehensive enhancement of the overall medical education experience related to DEI-AR.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Acad Med Asunto de la revista: EDUCACAO Año: 2024 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Acad Med Asunto de la revista: EDUCACAO Año: 2024 Tipo del documento: Article Pais de publicación: Estados Unidos